| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Physics |
| Lesson Topic: Determine from given data or the shape of a speed-time graph when an object is moving with: (a) constant acceleration (b) changing acceleration |
Learning Objective/s:
- Describe how the gradient of a speed‑time graph represents acceleration.
- Identify constant versus changing acceleration from the shape of a speed‑time graph.
- Calculate acceleration from tabular speed‑time data and decide its nature.
- Explain common misconceptions when interpreting speed‑time graphs.
- Apply graph‑analysis skills to solve practice questions.
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Materials Needed:
- Projector and screen
- Whiteboard and markers
- Printed speed‑time graph worksheets
- Calculator for each student
- Rulers for drawing straight lines
- Laptop with simulation software (optional)
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Introduction:
Begin with a short video of a car accelerating then cruising, asking students what the speed‑time graph would look like. Recall that acceleration is the rate of change of speed and that the slope of a speed‑time graph gives this rate. Today students will learn to distinguish constant from changing acceleration by analysing graph shapes and data, and will be able to justify their conclusions.
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Lesson Structure:
- Do‑now (5'): Students plot given speed‑time data on graph paper and calculate gradients between successive points.
- Mini‑lecture (10'): Review definition of acceleration, how gradient represents it, and characteristics of straight vs. curved graphs.
- Guided example – constant acceleration (12'): Work through linear data, draw a straight‑line graph, and compute the constant acceleration.
- Guided example – changing acceleration (12'): Analyse curved‑graph data (falling object), calculate varying accelerations and discuss the meaning.
- Collaborative activity (15'): Groups receive mixed data sets, identify graph shape, determine acceleration type, and justify using gradient checks.
- Check for understanding (5'): Quick exit‑ticket quiz with three interpretation questions.
- Summary & homework briefing (5'): Recap key points and assign a practice worksheet for reinforcement.
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Conclusion:
Summarise that a straight‑line speed‑time graph indicates constant acceleration, while a curved line signals changing acceleration, and that the gradient provides the numerical value of acceleration. Students complete an exit ticket to demonstrate their understanding and will finish the assigned worksheet for homework.
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